Chapter 2: What it means to teach reading
#1. In the first paragraph, it states that Americans CAN read, they just DON'T LIKE to read! How do you encourage your students' to like reading?
As so many others noted here, children need to find value and pleasure in reading in order to develop a likeness for it. I provide many opportunities during our day together for my students to play with language, through rhymes, riddles, jokes, songs, puppet shows, and plays. I find ways to incorporate literacy into as much as I can, especially looking for a way to tie it into their hobbies, interests, and wonderings. As Calkins goes into more detail about in the Art of Teaching Reading, I plan to be more specific with supporting children in reading projects which encourages them to find ways for reading to “heighten the fun of it.” Sara Sabourin
#2. There is so much wonderful research stated in this chapter. One that really captured my attention was on page 9, Richard Allington';s one hundred/one hundred goal of educating one hundred percent of the students in reading instruction that is appropriate to their needs and development, one hundred percent of the time. Do you think this could be an attainable goal?
#3. Of the 5 beliefs about reading instruction that are expounded upon in this chapter, which one do you feel most strongly about?
A goal is something you set to work toward. The goal of teaching 100% of our students at their level 100% of the time is one that I think all teachers strive for. As others have mentioned, there are many obstacles in our path to that occurring, but if it were easy; it wouldn’t be a goal. I see Reader’s Workshop moving towards attaining that goal, having students daily reading books that are at their level is one way to work towards this goal. In my classroom, all of my students have individual goals that we work on daily, all designed to improve their reading skills. As in any group instruction, there are times when not every student is having everything at precisely their level and meeting what they need, but it is a goal to be strived for.
Sue Ronning
I am having difficulties viewing the questions and responding in the correct spots. I can read them through the history tab, but it will not let me edit in order to respond. I am sorry, but my responses to all three questions will be here. I already called Sue and told her she broke the wiki. hehe :)
#1 I agree with many of the responses. Give reading inventories. Talk to parent's about their child's likes. Be excited yourself about reading. Talk about books. Teach the genres, kids love those and feel empowered. Be enthusiastic during read aloud books, pull the class into them. Give them books at their levels. Sound easy to do? It isn't, but it is really going to be my goal to hit all of them full force this school year.
#2 I must say, the more I learn about Reader's Workshop, the more I believe it could happen. But... as others have said, we need help in attaining this goal. We need parents to to be educated and understand what needs to happen. We need help in supporting our kids who come from troubled homes. As one person, I can do a lot, but I believe we, teachers, need help ourselves. Some problems are out of our hands. I will have high standards for my class, because who doesn't want 100% of their class to reach their potential? I just hope I do it all right and get my students where they need to be.
#3 I honestly can not pick one that is more important than the other... you need all of them. As a reading teacher, it is my job to "create opportunities for them to feel successful with books right away, and to act as a model reader, a mentor, along their journey." (pg 7) Just because I give a student a book at their level does not mean they will automatically learn the other four beliefs mentioned by the author. I want lifelong readers, which means I need to follow all five beliefs to be fair to my students. TGaribay
I also cannot read the questions on Ch 2. Based on the 2 responses—thank you however said question were on the history tab.
Kids how can read but don’t like too—that seems to be more and more the case since books are compete ting with bipod, games, interest etc. etc etc.
I found easy (just right fit) books on subject that they are interest in—like Mikes comments. That helps book clubs with students on topic (s) they are all interested in.
On page 9 I have written individual student names that I thought of while reading this session. KDN
I feel that out of the five beliefs presented, the one I feel most strongly about is “Reading instruction should value time for reading, volume of reading, and variety of reading experiences.” Like Cara, I believe that the other beliefs can be met in this one. By placing value on the volume of time spent reading and the actual amount of reading a student does, I have more opportunities to teach them explicit skills to match the individuals needs. In turn, they have more time to practice their skills and work toward independence. As Bobbi mentioned, that independence is crucial if we want children to read on a daily basis on their own. We need to give students a chance to practice what we’ve taught them so they get better at it, as the authors cite the old adage “Practice makes perfect” (page 13). Sara Sabourin
Chapter 2: What it means to teach reading
#1. In the first paragraph, it states that Americans CAN read, they just DON'T LIKE to read! How do you encourage your students' to like reading?
As so many others noted here, children need to find value and pleasure in reading in order to develop a likeness for it. I provide many opportunities during our day together for my students to play with language, through rhymes, riddles, jokes, songs, puppet shows, and plays. I find ways to incorporate literacy into as much as I can, especially looking for a way to tie it into their hobbies, interests, and wonderings. As Calkins goes into more detail about in the Art of Teaching Reading, I plan to be more specific with supporting children in reading projects which encourages them to find ways for reading to “heighten the fun of it.”
Sara Sabourin
#2. There is so much wonderful research stated in this chapter. One that really captured my attention was on page 9, Richard Allington';s one hundred/one hundred goal of educating one hundred percent of the students in reading instruction that is appropriate to their needs and development, one hundred percent of the time. Do you think this could be an attainable goal?
#3. Of the 5 beliefs about reading instruction that are expounded upon in this chapter, which one do you feel most strongly about?
A goal is something you set to work toward. The goal of teaching 100% of our students at their level 100% of the time is one that I think all teachers strive for. As others have mentioned, there are many obstacles in our path to that occurring, but if it were easy; it wouldn’t be a goal. I see Reader’s Workshop moving towards attaining that goal, having students daily reading books that are at their level is one way to work towards this goal. In my classroom, all of my students have individual goals that we work on daily, all designed to improve their reading skills. As in any group instruction, there are times when not every student is having everything at precisely their level and meeting what they need, but it is a goal to be strived for.
Sue Ronning
I am having difficulties viewing the questions and responding in the correct spots. I can read them through the history tab, but it will not let me edit in order to respond. I am sorry, but my responses to all three questions will be here. I already called Sue and told her she broke the wiki. hehe :)
#1 I agree with many of the responses. Give reading inventories. Talk to parent's about their child's likes. Be excited yourself about reading. Talk about books. Teach the genres, kids love those and feel empowered. Be enthusiastic during read aloud books, pull the class into them. Give them books at their levels. Sound easy to do? It isn't, but it is really going to be my goal to hit all of them full force this school year.
#2 I must say, the more I learn about Reader's Workshop, the more I believe it could happen. But... as others have said, we need help in attaining this goal. We need parents to to be educated and understand what needs to happen. We need help in supporting our kids who come from troubled homes. As one person, I can do a lot, but I believe we, teachers, need help ourselves. Some problems are out of our hands. I will have high standards for my class, because who doesn't want 100% of their class to reach their potential? I just hope I do it all right and get my students where they need to be.
#3 I honestly can not pick one that is more important than the other... you need all of them. As a reading teacher, it is my job to "create opportunities for them to feel successful with books right away, and to act as a model reader, a mentor, along their journey." (pg 7) Just because I give a student a book at their level does not mean they will automatically learn the other four beliefs mentioned by the author. I want lifelong readers, which means I need to follow all five beliefs to be fair to my students. TGaribay
I also cannot read the questions on Ch 2. Based on the 2 responses—thank you however said question were on the history tab.
Kids how can read but don’t like too—that seems to be more and more the case since books are compete ting with bipod, games, interest etc. etc etc.
I found easy (just right fit) books on subject that they are interest in—like Mikes comments. That helps book clubs with students on topic (s) they are all interested in.
On page 9 I have written individual student names that I thought of while reading this session. KDN
I feel that out of the five beliefs presented, the one I feel most strongly about is “Reading instruction should value time for reading, volume of reading, and variety of reading experiences.” Like Cara, I believe that the other beliefs can be met in this one. By placing value on the volume of time spent reading and the actual amount of reading a student does, I have more opportunities to teach them explicit skills to match the individuals needs. In turn, they have more time to practice their skills and work toward independence. As Bobbi mentioned, that independence is crucial if we want children to read on a daily basis on their own. We need to give students a chance to practice what we’ve taught them so they get better at it, as the authors cite the old adage “Practice makes perfect” (page 13).
Sara Sabourin